MENGURANGI ABSOLUTISME DALAM PENDIDIKAN MATEMATIKA MODERN: PERSPEKTIF DARI DIALEKTIKA SOSIAL DAN KONSTRUKTIVISME
DOI:
https://doi.org/10.23969/jp.v11i02.53214Keywords:
Absolutism, Social Constructivism, Social dialectics, Mathematics Education, RMEAbstract
This study aims to analyze the dominance of absolutism in modern mathematics education and to examine the perspectives of social dialectics and constructivism as alternative solutions to mitigate it. Absolutism in mathematics education treats knowledge as an absolute truth that cannot be questioned, thereby creating a learning environment that is passive, indoctrinating, and irrelevant to students’ lives. The research method employed is a systematic literature review (SLR) of scientific articles indexed in SINTA and reputable international journals published between 2021 and 2026. The findings indicate that absolutism has been shown to hinder students’ cognitive development and foster aversion toward mathematics. Conversely, the social constructivist and social dialectic approaches, integrated through the Realistic Mathematics Education (RME), Problem-Based Learning (PBL), and ethnomathematics models, are capable of transforming mathematics into a discipline that is humanistic, contextual, and democratic. The implication of this research is the need for a comprehensive philosophical reorientation in mathematics curriculum and pedagogy in Indonesia
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